口腔科临床护士带教中应用分层带教法的效果分析

目的分析口腔科临床护士带教中分层带教法的应用效果。方法从2018年12月—2019年12月于该院口腔科实习的临床护士实习生中随机抽取50名展开研究,采用随机数表法分为两组,采用传统带教法进行带教的护士实习生作为参照组,采用分层带教法进行带教的护士实习生作为实验组。对比两组护士实习生采用不同带教方式带教后的考核成绩、带教满意度以及患者对护理服务的护理满意度。结果在对口腔科临床护士实习生进行带教后,实验组护士实习生的考核成绩中理论知识成绩为(65.98±3.00)分、实践操作成绩为(27.65±1.99)分、总成绩为(93.52±2.73)分均优于参照组护士实习生的考核成绩中理论知识成绩(57.28±3.16)分、实践操作成绩(20.01±1.95)分、总成绩(77.55±2.84)分,差异有统计学意义(P<0.05);实验组护士实习生的带教满意度为96.00%高于参照组护士实习生的带教满意度68.00%,差异有统计学意义(P<0.05);实验组患者对护理服务的护理满意度为88.00%高于参照组患者对护理服务的护理满意度64.00%,差异有统计学意义(P<0.05)。结论应用分层带教法能够提高护士实习生的考核成绩和带教满意度,提升护士实习生的专业素养,值得在临床教学中推广应用。

民办高职高专英语EGP分层体验教学模式与评价体系探析

本文通过对广东民办高职高专英语EGP教学现状调查,结合高职高专教育培养目标、EGP课程及民办高职高专学生特点,提出英语EGP分层体验教学模式及评价体系。对两个班在英语B级水平与学生个体需求差异基础上设置授课内容与环节、实行学生分层与课堂中教法分层、增设学生能力评价等方面的实证研究表明,EGP分层体验教学模式可有效激发学生的学习积极性与表现欲,提高语言应用能力。

小学数学大班额分层教学尝试与研究

优质教育资源的需求与供给的不平衡使“大班额”成了常见的班级形式.如何在大班额背景下使全体学生共同发展成为广大教育工作者共同关注的问题.学生的学习水平参差不齐导致在统一的教学方式下无法让每个学生的自我认知水平都得到提高,分层教学为这一问题的解决提供了有效保障,本文笔者对小学数学大班额分层教学进行了大胆地尝试与探究.

高职数学分层教学实践

本文从目前高职教学现状出发,提出数学教学进行教材层次教法的实践和探索,并从教学体会中总结出其教学模式、实施方法及教学效果,对该校的数学教学起到了积极指导作用,为同类学校的数学教学提供了极有价值的参考。

Dif？ culty Discrimination of Interpretation Teaching Materials based on Analytic Hierarchy Process and Natural Language Processing

Difficulty discrimination is an important step in autonomous design and interpreting teaching materials development, which is related to scientifi c nature of the materials, teaching effectiveness, and sequential teaching progress. In this paper, we focus on the diffi culty discrimination of interpretation teaching materials on the basis of analytic hierarchy process and natural language processing. We analyze several factors which affect interpretation teaching materials, and we introduce theories of analytic hierarchy process and natural language processing which is intuitive and credible operation basis.

Title Evaluation study of teaching-oriented teaching team in colleges and universities based on analytic hierarchy process

You Complying with the school＇s education purpose of training applied talents, in colleges and universities, teaching-oriented teaching team should be read in conjunction with the construction of its evaluating index system as well as the improvement of the operation quality of teaching efficiency. In view of vague characteristic of evaluation, this paper uses analytic hierarchy process to carry on the fuzzy and synthetic appraisal for operation quality of teaching-oriented teaching teams in colleges and universities, reasonably ascertaining the weights of the evaluation indexes and improving the objectivity and accuracy of evaluation.